Applied Behavior Therapist Assistant

About the Role

Under the supervision of the autism specialist and the lead therapist, the Applied Behavior Therapist Assistant (ABTA) works with students individually to implement interventions using techniques based on the Principles of Behavior. The role focuses on increasing socially significant behaviors for learners with an autism spectrum disorder through strategies such as Pairing, Discrete Trial Teaching, Reinforcement, and Error Correction Procedures. The ABTA supports goals identified by the IEP team, provides intensive 1:1 teaching in a therapy room or classroom, and may assist in group settings to ensure skill generalization.

Qualifications

• At least two years of study (60 semester hours) at an accredited institution of higher education; or
• An associate's degree (or higher); or
• A passing score on the ParaPro or ParaPathways Assessment.
• Successful completion of 12 hours of competency-based training in the implementation of Applied Behavior Therapy.
• A minimum of three hours of training in autism.

Certificates, Licenses, Registrations

• Current government-issued identification.
• Reliable method of transportation.

Responsibilities

• Supports and upholds the mission, vision, and strategic goals of Lexington County School District One.
• Interacts, communicates, and collaborates effectively with all stakeholders.
• Establishes a safe, supportive, positive, and productive working and learning environment.
• Operates general office and technology equipment needed for daily activities.
• Maintains confidentiality regarding all employee and student information.
• Participates in all professional meetings and training sessions as required.
• Requests and maintains materials needed for daily responsibilities; ensures safe storage and proper use of tools, equipment, and materials.
• Provides individualized intensive therapy to assigned students.
• Collects data from daily cold probes and teaches the skill or concept to the learner.
• Collects observational data in classrooms or other settings where the learner uses taught skills.
• Supports learners in less restrictive environments such as related arts or general education classes, collecting data on targeted skills.
• Provides behavioral support and crisis management under the direction of the autism specialist or lead therapist, which may include Crisis Prevention Institute (CPI) techniques.
• Creates new note cards for teaching when a target is mastered; updates data collection forms and organizes teaching materials.
• Completes therapy notes daily and fills out daily notes for parents in the learner's ABT notebook.
• Prepares materials and data paperwork for each teaching session to ensure smooth session flow.
• Maintains a neat and orderly workstation.
• Provides basic first-aid to learners if necessary.
• Provides feedback to the autism specialist or lead therapist regarding programming issues or progress concerns.
• Performs other related duties as required.

Skills

• Ability to perform duties with awareness of district requirements and board policies.
• Strong interpersonal and communication skills (oral and written).
• Proficiency in personal computer use, including word processing, email, spreadsheets, electronic file management, internet, and reporting/presentation software.
• Ability to establish and maintain effective working relationships with students, staff, and the school community.
• Ability to apply knowledge and current research/theory.
• Strong organizational skills to manage multiple tasks, meet deadlines, and work both independently and collaboratively.
• Ability to self-monitor and submit reports/documentation in a timely manner.
• Computer literacy and knowledge of school district policies, procedures, and operations.
• Ability to demonstrate proper maintenance, safe operation, and utilization of equipment and supplies.
• High standards of accuracy and attention to detail.
• Ability to anticipate work requirements and complete tasks with minimal supervision.
• Ability to maintain confidentiality of employee and student records.

Physical Demands

• Occasionally lifts and/or moves up to 50 pounds (e.g., boxes of materials).
• Sometimes pushes/pulls items such as furniture or boxes of materials.
• Regularly required to sit, stand, walk, talk, listen, and reach with hands and arms.
• Specific vision abilities include close and distance vision.
• May require working irregular or extended hours.
• Frequent use of a computer monitor and related equipment.
• May involve full physical prompting of students, moving or lifting children from the floor, and navigating playground equipment.

Work Environment

• Conducts duties in classrooms, therapy rooms, offices, or other school locations as needed.
• No significant exposure to adverse environmental factors.
• Requires constant attention to duties related to working with students with disabilities and assisting staff during crises.
• Travel may be required to serve students at different schools.
• Noise levels vary from quiet to loud depending on the activity and time of day.

Pay

Support Salary Schedule (Grade 9).

Schedule

8 hours per day / 185 days per school year. Conditions of employment may be adjusted for part-time employees or those hired for less than an entire school year.